Personal and Professional Development

Code:

DPI294

Acronym:

DPI294

Keywords
Classification	Keyword
OFICIAL	Personal and Communicational Development
OFICIAL	Personal and Communicational Development

Instance: 2010/2011 - 2S

Active?	Yes
Responsible unit:	Department of Chemistry and Biochemistry
Course/CS Responsible:	Bachelor in Chemistry

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
L:Q	180	Plano de estudos Oficial	2	-	7,5	-

Teaching language

Portuguese

Objectives

1- To help future scientists and science graduates to live and work in the current Society and working places, through the acquisition of only apparently contradictory skills of collaboration and autonomy in order to be prepared for coopetition, one of the Basic issues of the Knowledge Economy.
2- To understand the structure, organization and contexts of the current Society (Informational not Information and even less Industrial), the bases of its Economy (Knowledge Capitalism , not Manufacture Capitalism and even less Socialism) the basic principles of Management (Systemic) and its more recent tendencies (Learning Organizations).
3-To practise and evolve in the domain of some transferable skills both in the domain of autonomy (personal mastery, mental models and systemic thinking) and in the domain of collaboration (shared vision and team working).
4-To understand the current structure and dynamics of scientific and technologic production (modes of scientific production, network Science, transdisciplinarity, sustainability, relation Science/ Industry/ Government).
5-To feel the limits and borders of Sience in particular its incapacity for auto-explanation which implies the need of philosophical pressupositions to its justification: : ontologic (intelligibility of Nature), epistemologic (capacity of Man to reach this understanding) and etic (value of both the scientific activity and production) .
6- To be familiar with some of the most relevant problems of our time involving Science.

Program

1- Dialog between and among the various sciences (conferences and debates)
2-Human relations, feedback, emotional intelligence and leadership.
3- Society and Science
3.1-Society
3.2-Science
3.3-Science Society Relationship
4- Introduction to Management
4.1-Organizations
4.2-Systemic Approach to Management
4.3-Current and Future Tendencies of Management
5- Transferable Skills:
5.1-Group Work
5.2-Skills for Problem Solving in Group
5.3-Efficient Team Work
5.4-Skills for Efficient Communication
5.5-Future Perspectives for Science and development: The current National crisis and recent failure of Portuguese Strategic Plans. The Sea Hypercluster as a development strategy for Portugal .

Teaching methods and learning activities

This discipline attempts to promote simultaneously group work and autonomy skills needed in the domain of professional scientific activity.
In order to reach the first skills the students ought to be included from the first session in pluridisciplinary groups organized randomly (as it happens in real life). These groups will be managed through Moodle and will also meet virtually through it.
For the second type of skills a stratetegy of cognitive apprenticeship will be used, both face to face and sustained through Moodle, not forgetting its phases of modelling, scaffolding, coaching and fading.
For both types students will build portfolios including both processes and products of both individual and group dynamics using the Moodle platform.
The central contents of the discipline are delivered mainly but not exclusively during the planed lectures. Some texts, presentations, simulations and other materials associated to the discipline are delivered to the students through the associated e-learning platform , in Moodle- UP. This virtual area empowers and extends the classroom in both space and time: for a continue conversations, texts extend readings, simulations may be revisited, student documents may be shared: this is what is necessary to promote the “dance with knowledge” that the new paradigm for learning- connectionism- indicates. The reality of the face–to-face and the virtual, in a mixture usually called b-learning (blended learning) is the way followed. Some theoretical classes are magistral, although a pro-active participation of the students is encouraged, the power points of these sessions being published in the Moodle platform in advance. There will be conferences (open to the FCUP community) with external guests about some relevant themes. A list of bibliography and webgraphy is offered to the students.
The classes will tend to be, as much as possible (due to the large number of students registered) proactive, specially the “teórico-práticas”, encouraging the active participation of students and, in some cases, splitting into the small working defined during the first session. The students may have small projects or tasks for which they are responsible and that they would develop alone or in their groups. These works will be submitted by upload in the digital platform of the discipline and some of them presented orally. These activities during the “teórico-práticas” sessions will be the object of dynamic assessment methods.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Description	Type	Time (hours)	Weight (%)	End date
Attendance (estimated)	Participação presencial	75,00
	Total:	-	0,00

Eligibility for exams

2/3 pratical lecture

Calculation formula of final grade

a- No final exame
b- Test in the last class (T (DCP) – n closed questions + JP (P) – 2 open questions to choose one (one A4 page)
c- Mark:
1- Continuous formative evaluation including virtual participation, assiduity and individual and groupal portfolios…….40%
2- Assessment of the process, the execution and the presentation of the group work …..30%
3- Final Test (1.5 hours (T) + 30min P, during the last class……30%
IMPORTANT NOTE: The discipline cannot be done by examination.

Examinations or Special Assignments

Student workers must contact the teachers of the discipline in order to negotiate special conditions.

Classification improvement

Not possible.

Observations

Some bibliography


Artigas, M., The Mind of the Universe: Understanding Science and Religion, Templeton Foundation Press, 2000,ISBN 1 890151 54 8
Atikins, P. (2007). O dedo de Galileu. Lisboa: Gradiva.
Bob, R. O. (2000). Hypermedia 2000: Multimedia Origins, Internet Futures. Cotton, London.
Carvalho, A. (2009) (org.). Manual de Ferramentas da Web 2.0 para Professores. Lisboa: DGIDC, Ministério da Educação. 2008. Consultado em Junho de 2009 em http://hdl.handle.net/1822/8286
Dixon, B.,The Science of Science. Changing the Way we Think , Cassel, Equinox,1989 ISBN 0 304 31786 1
Dixon, B.,Society and Science. Changing the Way we Live , Cassel, Equinox,1989 ISBN 0 304 31785 3
Dinis, A., Paiva,J.,Educação, Ciência e Religião,Gradiva, 2010
Gago, M. et al. (1994), O Futuro da Cultura Científica, Instituto de Prospectiva, Lisboa.
Hind, D. (1994) Transferable Personal Skills a Student Guide , Business Education publishers, Bath.
Laszlo, P (1995). A Palavra das Coisas ou a Linguagem da Química, Gradiva.
Maskill et al. (2001) Personal and Professional Development for Scientists, download do site da University of East Anglia: http://www.uea.ac.uk/che/ppds/
Paiva, J. C; Figueira, C.; Brás, C.; Sá, R (2004) e-learning: o estado da arte Sociedade Portuguese de Física - Softciências..
Pereira, D. C. (2007). Nova educação, nova ciência, nova sociedade. Porto: Editora UP.
Senge , P. (2001). Schools that Learn, Nicholas Brealey Pub.
Senge, P. (1990) The Fifth Discipline The Art and practice of The Learning Organization, Doubleday, New York.
Landler, H., Para Uma Empresa Inteligente, Instituto Piaget,Lisboa, 1994
Senge, P., The Fifth Discipline The Art and practice of The Learning Organization, Doubleday, New York, 1990
Sousa, A., Introdução à Gestão –Uma Abordagem Sistémica,UCP, VERBO,Lisboa e S. Paulo, 1990